ISSN:(O) 2320-5407, ISSN(P) 3107-4928 Int. J. Adv. Res.

13(07), July-2025, 1246-1256

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/21436

DOI URL: http://dx.doi.org/10.21474/IJAR01/21436

RESEARCH ARTICLE

EFFECTS OF INDUSTRY – ACADEMIA COLLABORATION IN ENHANCING

SKILLS DEVELOPMENT AND EMPLOYABILITY OF METALWORK STUDENTS IN
LAGOS STATE TECHNICAL COLLEGES

Ogunbote Shefiu1, Dawodu, Rasheed Adegbenro1 And Adegunle, Felix Omotayo1

1.Department Of Technology Education, College Of Information And Technology Education,
Lagos State University Of Education, Oto/Ijanikin, Lagos State Nigeria.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History This study investigated the effects of industry-academia collaboration
Received: 19 May 2025 in enhancing skills development and employability of metalwork
Final Accepted: 21 June 2025 students in Lagos State Technical Colleges. A descriptive survey
Published: July 2025 design was used, involving 51 participants—31 industry managers and
20 metalwork teachers. Since the population size was small, all the
Key words: -
Industry-academia collaboration, skill participants were included without sampling. Data were collected using
development, employability. a structured 24-items questionnaire titled Effects of Industry–Academia
Collaboration in Enhancing Skills Development and Employability of
Metalwork Students in Lagos State Technical Colleges
(EIACESDEMWS). It used a 4-point scale: Strongly Agree (4) to
Strongly Disagree (1). The researchers with support from three
assistants, administered and successfully retrieved all copies of the
questionnaire. Two research questions and two hypotheses, tested at a
0.05 significance level, guided the study. Mean and standard deviation
were used to answer the research questions, while t-tests were used to
test the hypotheses. A mean score of 2.50 or above indicated
agreement. For hypotheses testing, p-values ≤ 0.05 indicated significant
differences. Findings revealed no significant difference in responses
from industry managers and teachers regarding collaboration strategies
for skill development and employability improvement. This suggests a
shared understanding of the importance of partnership between schools
and industry. The study recommends stronger industry participation,
especially in training and retraining technical teachers in modern
metalwork technologies, and ensuring the provision of adequate tools
and equipment to support practical skill development in technical
colleges.

"© 2025 by the Author(s). Published by IJAR under CC BY 4.0. Unrestricted use allowed
with credit to the author."
……………………………………………………………………………………………………....
Introduction: -
In today’s rapidly changing industrial landscape, aligning educational outcomes with industry expectations is more
critical than ever. This is particularly important in technical and vocational education, where students need practical,
up-to-date skills to thrive in the job market. In regions like Lagos State, Nigeria, a notable challenge persists: the gap

1
Corresponding Author: - Dr. Ogunbote Shefiu
Address: Department Of Technology Education, College Of Information And Technology Education,
Lagos State University Of Education, Oto/Ijanikin, Lagos State Nigeria.
ISSN:(O) 2320-5407, ISSN(P) 3107-4928 Int. J. Adv. Res. 13(07), July-2025, 1246-1256

between what students learn in school and what industries actually need. This disconnect often leaves graduates
underprepared for employment, contributing to high rates of joblessness and economic stagnation. Industry-
academia collaboration has emerged as a solution to bridge this gap. As Keyton (2020) explains, collaboration
involves individuals or organizations working together toward a shared goal. In this context, partnerships between
technical colleges and industries aim to improve students’ skills and make them more employable. These
collaborations allow industries to influence curriculum design, provide internships, and share real-world problems
that help shape students' learning (Smith & Jones, 2023; Oluwole & Adesanya, 2022). Abu (2014) adds that these
partnerships help technical institutions stay current by introducing students to advanced equipment and methods that
may be beyond the schools’ capacities.

Such collaborations also promote innovation and problem-solving by engaging students in real-life projects (Ahmed,
Fattanin, Alli & Enam, 2022). They offer opportunities for professional development, enabling teachers to remain
up-to-date with current industry trends (Johnson, Adeyemi & Bello, 2020). Internships and apprenticeships allow
students to gain valuable hands-on experience, expand their networks, and increase their employability (Obi &
Hassan, 2021). Buligina and Sloka (2016) describe this model as a blend of academic learning and industry
exposure, which strengthens practical skills and aligns school training with workplace demands.

Without such collaboration, schools often struggle to keep pace with evolving industry needs. Students may
graduate without the skills necessary for modern workplaces. As Anindo, Mugambi & Matula (2016) emphasize,
school-to-work transitions are smoother when students are trained in environments that mirror real industry
conditions. Industry input also ensures that technical curricula are relevant and responsive to labor market demands
(Nungse, Ugwoke, Ogbuanya & Shetima, 2020). When companies participate in curriculum reviews, students
receive training that prepares them to contribute meaningfully to the workforce from day one.

The National Policy on Education (FRN, 2013) acknowledges the importance of these collaborations by requiring
technical college curricula to include both theory and practice, including production units that simulate industrial
settings. This combination ensures students are well-prepared, not just academically but practically.

Metalwork, a key area within technical education, exemplifies the value of such partnerships. From fabrication to
modern welding and machining, metalwork requires hands-on practice with specialized tools. Industry-academia
collaboration provides access to this training and ensures students are competent in emerging technologies.
According to Golden (2009), students need both practical and theoretical skills to navigate the complexities of
modern metalwork practice.

In metalwork, tasks such as forging, welding, casting, and machining demand not just manual skills but also the
ability to think critically and work efficiently. Mbah & Elobuike (2016) define skills as capabilities that allow
individuals to perform specific tasks effectively; these are essential in today’s technical fields. Okorie (2010) adds
that skill development also involves communication, teamwork, and other soft skills that contribute to workplace
success. Olabiyi, Aiyelabowo & Keshinro (2013) note that mastering these skills requires ongoing, structured
learning and practical exposure. Skill development is not just about performing tasks but it is about becoming
competent enough to meet industry expectations. Bodnar (2020) and Magbagbeola (2020) stress the importance of
blending theory with hands-on training, delivered by qualified instructors in well-equipped environments. Without
this, students may lack the confidence or ability to perform effectively in real-world jobs.

In Nigeria, skill development is vital for building a productive workforce and competing globally (Audu, Yusri &
Muhammad, 2013). It is a continuous process that must evolve with industry changes. While employability was
once seen as an individual's responsibility, it is now understood as a shared goal involving both education systems
and industry (Fugate, Kinicki & Ashforth, 2004; Rothwell & Arnold, 2007).

Today, employability encompasses much more than technical ability. Di Fabio (2017) describes it as including self-
awareness, adaptability, and career management traits necessary in a competitive, unpredictable job market. Bach
and Sulikova (2019) emphasize that transferable skills are those skills that bridge school and work together which
are central to employability. Amadi (2013) reinforces that these competencies enable graduates to contribute
effectively in their workplaces and sustain long-term careers. The industry-academia collaboration is not just
beneficial but it is also essential. For metalwork students and other technical learners in Lagos and beyond, such
partnerships offer a pathway to real-world readiness, self-reliance, and sustainable employment.

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Literature Review
Collaboration between industry and academia is vital for bridging the gap between theory and practice in technical
education. According to Audu, Umar & Idris (2013), such partnerships help align educational content with real-
world demands. In metalwork education, Billett (2011) stresses the value of hands-on training through industry
support, allowing students to gain exposure to current tools and techniques. He also notes that active industry input
in curriculum design ensures programs reflect actual job requirements. Manwaring, Holloway & Coffey (2020)
propose a framework that promotes industry participation in curriculum review and staff development, enabling
educators to create relevant, industry-aligned courses. Supporting this, Ogbuanya & Tongshuwal (2020) found that
collaborative seminars, workshops, and teacher involvement in industrial production boost skill acquisition.

Likewise, Ojo (2019) reported no significant difference between technical teachers' and supervisors' views on
collaboration in motor vehicle mechanics, suggesting a shared commitment to improving training quality. On
employability, Adewale & Olufemi (2021) observed that employer involvement in curriculum design and student
internships significantly enhances graduate employment outcomes. Agrawal (2014) and Andrews & Higson (2008)
also found that such collaboration provides students with relevant experience and job-ready skills. Okoli, Igwe &
Elmo (2019) linked project-based learning with better job placement, while Edeh, Mbah & Chigozie (2023)
emphasized that a skilled workforce is crucial for utilizing modern technologies effectively. This study explores how
industry-academia collaboration improves both skill development and employability for metalwork students in
Lagos State Technical Colleges.

Statement of the Problem

Metalwork graduates from technical colleges are expected to acquire the necessary skills to thrive in various
industries and professional settings. However, many technical colleges in Lagos State face significant challenges in
equipping students with industry-relevant competencies. Despite the recognized benefits of industry-academia
collaboration, these partnerships remain underutilized due to issues such as limited resources, inadequate
infrastructure, and weak policy frameworks (UNESCO, 2015). Research highlights several key barriers to effective
industry-aligned training in Nigeria’s technical colleges. Okoye & Okwelle (2014) emphasize the lack of essential
equipment and funding, while employability (Adewale & Olufemi, 2021) point to outdated curricula, inadequate
collaboration frameworks, and insufficient engagement with industry stakeholders. Similarly, Okoli, Igwe, & Elmo
(2019) argue that the absence of exposure to modern production methods hinders the development of employable
skills among graduates. To bridge the gap between theoretical knowledge and practical application, stronger
collaboration between industries and academia is essential. This study explores how effective partnerships can
enhance skill development and improve employability among metalwork students in Lagos State Technical
Colleges.

Purpose of the Study

This study aims to investigate the effects of industry-academia collaboration in enhancing skills development and
employability of metalwork students in Lagos State Technical Colleges. Specifically, the study seeks to:
1. Identify industry-academia collaboration strategies that can enhance the skills development of metalwork
students in Lagos State Technical Colleges.
2. Identify industry-academia collaboration strategies that can improve the employability of metalwork students
in Lagos State Technical Colleges.

Research Questions
The study is guided by the following research questions:
1. What industry-academia collaboration strategies can enhance the skills development of metalwork students in
Lagos State Technical Colleges?
2. What industry-academia collaboration strategies can improve the employability of metalwork students in Lagos
State Technical Colleges?

Hypotheses
The following null hypotheses were tested at the 0.05 level of significance:
H01: There is no significant difference between the mean responses of industrial managers and metalwork teachers
regarding strategies to enhance collaboration between technical colleges and industries for the skills development of
metalwork students in Lagos State, Nigeria.

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H02: There is no significant difference between the mean responses of industrial managers in metalwork industries
and metalwork teachers regarding strategies to improve collaboration between technical colleges and industries for
enhancing the employability of metalwork students in Lagos State, Nigeria.

Methodology
This study investigates theeffects of industry-academia collaboration in enhancing skills development and
employability of metalwork students in Lagos State Technical Colleges. Descriptive survey research design was
adopted, which involves using a representative sample to describe opinions, beliefs, and attitudes about a particular
phenomenon (Manjunatha, 2019). The study population consisted of 51 participants, comprising 31 industrial
managers and 20 metalwork technical college teachers in Lagos State. Due to the manageable population size, no
sampling was conducted.

A structured questionnaire titled Effects of Industry–Academia Collaboration in Enhancing Skills Development and
Employability of Metalwork Students in Lagos State Technical Colleges (EIACESDEMWS) was developed for data
collection. The questionnaire employed a four-pointscale: Strongly Agree (SA) – 4, Agree (A) – 3, Disagree (D) – 2,
Strongly Disagree (SD) – 1. It comprised 24 items aligned with the research questions and was face-validated by
three experts, achieving a Cronbach’s Alpha reliability coefficient of 0.78, indicating high reliability. Data collection
was conducted by the researcher with the assistance of three research assistants. All the51 copies of the
questionnaire were successfully retrieved. For data analysis, mean (X) and Standard Deviation (SD) were used to
answer the research questions, while t-test statistics were employed to test the hypotheses at the 0.05 level of
significance. The decision criteria were as follows: a mean score of 2.50 or higher was considered as agreement
(strong or moderate), while a score below 2.50 was considered disagreement. For the t-test, a p-value ≤ 0.05 led to
the rejection of the null hypothesis, whereas a p-value > 0.05 resulted in its retention.

Findings
Research Question 1: What industry-academia collaboration strategies can enhance the skills development of
metalwork students in Lagos State Technical Colleges?
1)
Table 1: Mean and Standard Deviation of Respondents on Industry-Academia Collaboration Strategies for
Enhancing Skill Development of Metalwork Students in Lagos State Technical Colleges.

N=51 Industrial Based Manager (31) Metalwork Teacher (20)

S/N Items Statements Industrial Metalwork

Managers Teachers
Mean SD Decision Mean SD Decision

1. Partnering with school in

research/Development activities 3.90 .30 Agreed 3.60 .50 Agreed

2. Organising workshop/seminars
by industries on contemporary
issues in the industry 3.84 .45 Agreed 3.75 .44 Agreed

3. Encouraging joint development

projects initiation between

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school and industry 3.90 .40 Agreed 3.50 .83 Agreed

4. Narrowing the gap between theory

and practical through excursion
/Field trip/SIWES 3.74 .68 Agreed 3.60 .60 Agreed

5. Improving collaboration between

school and industry through periodic
meetings on new technology
innovation 3.58 .77 Agreed 3.75 .55 Agreed

6. Upgrading the curriculum to meet

the labour market demand through
industry participation 3.77 .49 Agreed 3.60 .82 Agreed

7. Provision of internship and

on-the- job training by the industry 3.65 .76 Agreed 3.55 .64 Agreed

8. Exposing metalwork teachers to

industry practices to update them
knowledge and skills 3.61 .76 Agreed 3.60 .60 Agreed

9. Assessment of training facilities

/Equipment to ensure adequate
background requirement in industry 3.48 .89 Agreed 3.60 .75 Agreed

10. Curriculum review and design

with industry participation 3.87 .34 Agreed 3.75 .44 Agreed

11. Granting industry visit to

technical colleges for relevant
exposure in practical 3.87 .43 Agreed 3.45 .83 Agreed

12. Allowing industry representatives

in planning with management of
technical colleges skill
development activities. 3.80 .40 Agreed 3.65 .88 Agreed

Cluster Mean 3.75 .56 SA 3.62 .59 SA

Table 1: highlights the impact of industry-academia collaboration strategies on skill development in metalwork in
Lagos State technical colleges. The data shows strong agreement between industrial managers and metalwork
teachers on all listed items, as reflected in the responses from the two major stakeholders—industrial managers and
metalwork teachers. The results revealed that industrial managers had a cluster mean score of 3.75 with a standard
deviation of 0.56, indicating a strong agreement on the effectiveness of industry-academia collaboration strategies.
The low standard deviation suggests a high level of agreement among respondents. Similarly, metalwork teachers

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reported a cluster mean of 3.62 and a standard deviation of 0.59, which also falls within the "strongly agree"
category. This confirms a shared perception among academic personnel regarding the value of collaboration with
industry in enhancing students' practical skills. These strategies are perceived as critical in bridging the gap between
classroom instruction and real-world industrial expectations.

Research Question 2: What industry-academia collaboration strategies can improve the employability of
metalwork students in Lagos State Technical Colleges?

Table 2: Mean and Standard Deviation of Respondents on Industry-Academia Collaboration Strategies for
Improving Employability of Metalwork Students in Lagos State Technical Colleges.
N=51 Industrial Based Manager (31) Metalwork Teacher (20)

S/N Items Statements Industrial Metalwork

Managers Teachers
Mean SD Decision Mean SD Decision

13. Irrelevance of the

programme curriculum 3.70 .70 Agreed 3.55 .63 Agreed
to the needs of industry

14.Rigidity of the system

due to resistance to 3.41 .92 Agreed 3.60 .68 Agreed
change

15.Lack of modern
equipment and facilities 3.77 .50 Agreed 3.75 .55 Agreed
for collaboration
implementation

16.Lack of appropriate
skills by the metalwork 3.68 .60 Agreed 3.50 .83 Agreed
teachers

17.Skill mismatch between

skills acquired in the
technical colleges and the 3.36 .91 Agreed 3.75 .55 Agreed
industry requirement
18 Limited industry
engagement with 3.42 .92 Agreed 3.50 .89 Agreed
technical colleges

19.Lack of fund for 3.80 .48 Agreed 3.80 .52 Agreed

collaboration implementation

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20.Obsolete teaching
methods and learning 3.77 .50 Agreed 3.70 .57 Agreed
facilities

21.Non upgrading of the

curriculum to meet the 3.84 .45 Agreed 3.75 .44 Agreed
labour market demand

22.Lack on the job

training for metalwork 3.48 .8 Agreed 3.55 .83 Agreed
teachers

23.Materials for practical

demonstration and 3.94 .25 Agreed 3.75 .44 Agreed
training is limited or
not available

24.Lack of preparation of
skill training programme 3.74 .51 Agreed 3.65 .59 Agreed
that will suit employability

Cluster Mean 3.66 .63 SA 3.65 .65 SA

Table 2: Illustrates how industrial-academia collaboration strategies contribute to improve employability in

metalwork in technical colleges in Lagos State. The data indicate that both industrial managers and metalwork
teachers agree with all the listed items, as reflected in mean values 2.50 as the cut-off point. This consensus is
further supported by the grand mean score’s industrial managers (3.66) and metalwork teachers (3.65) have mean
scores that fall within the range of 3.50–4.00, indicates strong agreement.

This suggests that both groups strongly agree that the identified industry-academia collaboration strategies are
effective in improving the employability of metalwork students in Lagos State Technical Collegesof 3.66 for
industrial managers and 3.65 for metalwork teachers. Additionally, the standard deviations for both groups are
relatively low (0.63 and 0.65), indicating a high level of consensus among respondents within each group. The low
variability also strengthens the reliability of the mean scores as representative of the groups' perspectives.

Hypothesis 1: There is no significant difference between the mean responses of industrial managers and metalwork
teachers regarding strategies to enhance collaboration between technical colleges and industries for the skills
development of metalwork students in Lagos State, Nigeria.

Table 3: A t-test analysis comparing the mean responses of industrial managers and metalwork teachers on
enhancing collaboration between technical colleges and industries for metalwork students' skills development in
Lagos State, Nigeria.
Group Mean SD N df t-cal t-crit (2 tailed) Decision
Industry 3.75 .56 31
Managers
49 0.78 ±2.01 Accept
Metalwork 3.62 .59 20
Teachers

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An independent samples t-test was conducted to compare the mean responses of industrial managers and metalwork
teachers. The results are shown in Table 3.Since the t-calculated (0.78) is less than the t-critical (±2.01) at the 0.05
level of significance,therefore we fail to reject the null hypothesis that states “There is no significant difference
between the mean responses of industrial managers and metalwork teachers regarding strategies to enhance
collaboration between technical colleges and industries for the skill development of metalwork students in Lagos
State, Nigeria.The analysis revealed that the difference in mean responses was not statistically significant, t(49) =
0.78, p> .05. Therefore, the null hypothesis was retained. Therefore, there is no significant difference between the
mean responses of industrial managers (M = 3.75, SD = 0.56) and metalwork teachers (M = 3.62, SD = 0.59)
regarding strategies to enhance collaboration between technical colleges and industries. This implies that both
groups have similar views on the strategies that can enhance collaboration between technical colleges and industries
for the skills development of metalwork students in Lagos State, Nigeria

Hypothesis 2: There is no significant difference between the mean responses of industrial managers in metalwork
industries and metalwork teachers on strategies for improving collaboration between technical colleges and
industries to enhance the employability of metalwork students in Lagos State, Nigeria.

Table 4: t-test analysis of the mean difference between the responses of industrial managers and metalwork teachers
on strategies for enhancing collaboration between technical colleges and industries for improving metalwork
students' employability in Lagos State, Nigeria.

Group Mean SD N Df t-cal t-crit (2 tailed) Decision

Industry 3.66 .63 31

Managers
49 0.055 ±2.009 Accept
Metalwork 3.65 .65 20
Teachers

The t-calculated=0.055 and t-critical (df=49, two-tailed at α=0.05) = ±2.009. The results revealed that the mean
response of industrial managers (M = 3.66, SD = 0.63, n = 31) was very similar to that of metalwork teachers (M =
3.65, SD = 0.65, n = 20). An independent samples t-test showed that the difference in means was not statistically
significant, t(49) = 0.06, p > .05.Therefore,Since |t-cal| < t-crit, the null hypothesis,which states that “There is no
significant difference between the mean responses of industrial managers in metalwork industries and metalwork
teachers on strategies for improving collaboration between technical colleges and industries to enhance the
employability of metalwork students in Lagos State, Nigeria”. Therefore, the null hypothesis was not rejected. These
findings suggest that both groups hold similar perceptions regarding effective strategies to improve collaboration
between technical colleges and the metalwork industry, which could enhance the employability of students

Discussion of Findings
Results from Research Question One show that industrial managers reported a cluster mean of 3.75 (SD = 0.56),
while metalwork teachers had a mean of 3.62 (SD = 0.59). Both scores fall within the "strongly agree" range on the
four-point scale, indicating strong support for industry-academia collaboration strategies. The low standard
deviations suggest a high level of consensus among respondents. This shared perception reinforces the value of
collaboration in bridging the gap between classroom instruction and real-world industry expectations. Despite the
agreement on its importance, findings suggest industries provide limited support for the training and retraining of
technical teachers, particularly in emerging metalwork technologies. This may be due to the lack of clear
government policy mandating industry involvement in technical education. Banka & Okwori (2019) stressed that
continuous teacher training is essential for professional development, innovation, and effective skills delivery. In
Research Question Two, industrial managers and teachers again strongly agreed on the impact of collaboration on
student employability, with mean scores of 3.66 and 3.65 respectively.

Both groups recognized the importance of strategies such as SIWES, internships, curriculum alignment, industry-led
workshops, and mentorships. These are seen as key in preparing students for labor market demands. This aligns with
Audu, Umar & Idris (2013), who advocate for more industry and NGO involvement in technical education funding
and infrastructure. Manwaring, Holloway & Coffey (2020) support stronger curriculum collaboration, while Osuyi
& Owenvbiugie (2015) highlight industry reluctance to accept students for industrial training. Additionally, findings

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confirm that industry involvement in curriculum development remains low in Lagos, echoing concerns by Nunge et
al. (2020) and Ojo (2019) about the exclusion of industries from TVET curriculum planning processes.

Conclusion: -
Collaboration between industry and academia is vital for enhancing the quality and relevance of technical education
in Lagos State. Addressing the existing challenges and adopting best practices will better equip students for
successful careers in the metalwork industry, ultimately contributing to the region’s economic development. This
study revealed a lack of adequate collaboration between technical colleges and industries in key areas such as the
training and retraining of technical teachers on emerging technologies, the provision of teaching and learning
facilities, support for students’ industrial work experience schemes, and participation in curriculum development for
employability in the metalwork sector. Given the rapid advancement of technology, it is crucial to integrate
industry-relevant innovations into the curriculum and teaching materials to keep students updated with evolving
trends.
The findings highlight that industry involvement in curriculum design enhances students’ learning experiences,
improves skill acquisition, and boosts confidence. Exposure to real-world practical training leads to better
examination performance and increases job readiness among graduates. Furthermore, industry partnerships provide
students with insights into various career pathways, making them more competitive in the job market.

Recommendations: -
To strengthen industry-academia collaboration in metalwork technology education, the following recommendations
are proposed:
1. There should be a stronger industry participation, especially in training and retraining technical teachers in
modern metalwork technologies, and ensuring the provision of adequate tools and equipment to support
practical skill development in technical colleges
2. Providing adequate materials for practical training.
3. Promoting collaborative seminars, conferences and workshops to enhance students work force readiness.
4. The Federal and State Ministry of Education should mandate industry participation in curriculum planning and
review to align technical education with current industry standards.
5. Technical colleges should establish formal collaborations with industry stakeholders to ensure curriculum
relevance and increase training opportunities.
6. The Public and Private sectors should boost funding and resource allocation to technical colleges to modernize
facilities and equipment, ensuring students have access to the latest technologies.
7. There should be clear and comprehensive policy framework to guide industry-academia collaboration,
including incentives for industry participation and regular curriculum updates.
8. Regular Professional Development Programmmes should be implemented to equip technical teachers with the
latest industry knowledge and teaching methodologies.

By implementing these recommendations, technical colleges in Lagos State can be significantly improved in terms
of equipment, training materials, curriculum review in line with market demand, skill development programme
among others to ensure that metalwork graduates are better prepared for employment in the metalwork industry.

References: -
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